Using
sign language and spoken language when teaching language to nonverbal autistic
students has proven to have a positive influence on verbal communication. Through
research by Dr. Stephen M. Edelson, it was found that the area of the brain
involved in speech production is receiving stimulation from two sources, signing
and speaking, rather than just stimulation from one source, signing or
speaking. The Wernicke area of the brain is responsible for both learning sign language
and understanding spoken language. Thus, using sign language and spoken
language proves to be more beneficial when trying to teach a nonverbal child language,
rather than using only sign language or only spoken language.
Visual supports are a necessity when teaching language to help acquire meaning to
words. Some children with autism have difficulties with the auditory processing
system which makes it more difficult to attach meanings to sounds. Signing and
using pictures are a great way for children to try and produce sounds and make connections. When I volunteered my time in
a preschool disabled class (all autistic children though), there were two
students who were nonverbal. These students were three years old, turning four,
and neither of them had spoken one word. They made some sounds, but not many. Through
the use of sign language, other visual aids (Picture Exchange Communication
System; PECS), and spoken language, one of the students became verbal. Today, this child, who I often babysit, does not
stop talking. This is just one success story of how using sign language and
spoken language does in fact help facilitate verbal communication. The other
student never did acquire as much language as the other student. However, he
did learn some words but mainly communicates through sign language or his PECS.
The ability to become verbal all depends on the individual’s severity of the
autism and the family and school supports that are offered to them.
Sign
language allows the children to have the abilities to learn the meanings of
words, relationships, and other concepts. This will set up a mode of
communication for their family and friends. The nonverbal children will be able
to see that they are able to communicate their messages to the people around
them, which will make them want to communicate more and be more interested in
doing so. The power of sign language allows
these children to share meaningful events, build relationships,
and come to a mutual understanding of each other through the language being
used.
Since I
gained experience working with children with autism since my early teenage
years, it has drawn me in and I became more interested in the topic. I took two sign language classes in high
school so I would be able to communicate with the nonverbal people I came upon
in my field and in life itself. I always think back to how I was one of the
people involved in helping a nonverbal child acquire verbal language. I was
babysitting him the day he said his first two words clearly, “chip, please”. His
mother cried hysterically when I called her and said that her nonverbal, baby boy with
autism, spoke his first words. I have seen firsthand how the use of sign
language and spoken language can help a nonverbal child with autism acquire
language, and it is absolutely incredible.
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| Teacher is reading a book and also teaching sign language to students. http://media.mlive.com/newsnow_impact/photo/baby-sign1jpg-958c8d084e600b3b.jpg |
